Andrew Pignataro EDU 521 11th Grade

September 11, 2001

Professor Rickey Moroney June 17, 2013 Social Studies

Instructional Objectives: After reading the introduction to the days following September 11, 2001 and viewing a video of famous people speaking about their accounts of that day students will use that information and other they will learn on the weebly site to complete a variety of activities and resources to gain an understanding in at least three ways how that day affected people for the time after and still affect us today, possibly without them even knowing what we do or feel everyday as Americans was caused by September 11, 2001, Key Concept: Students will be able to demonstrate their knowledge about the days following September 11, 2001. After completing their various assignments viewing fist hand accounts, pictures, news clips about the days after the students will be able understand more fluidly what they had seen and learned about the events days after September 11, 2001. Standards and Indicators CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Indicator: This will be evident when students are viewing newspaper headlines form the days following 9/11and gain an opinion on how the newspapers got their message across about the day. CCSS ELA Literacy W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Indictor: This will be evident when students write a reflective reaction to how they feel after learning about 9/11. Social Studies Standard #1

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Indicator: This will be evident when students have learned about the tragic events of September 11, 2001 and have gained an understanding of why the day happened and how it has affected our lives as Americans to this day. NETS-S 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: A. plan strategies to guide inquiry. B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. D. process data and report results. Indicator: This will be evident when the students use the when the students use the weebly site, glogster, and other multimedia to help them gain an understanding of the events of 9/11/01. Motivation: The students will view a YouTube clip of famous athletes recalling their accounts of the day, many of the athletes speak about where they were, what they were doing and how they felt. Materials: Computer, Weebly, Smartboard, YouTube clips, Smart Notebook, Glogster, pens, pencils, paper Strategies: Direct Instruction, Group Discussion, Teacher Demonstration, Independent Practice, Integrating Technology, Small Groups discussion and Collaborative Assignment. Adaptations: The student that has a learning disability in writing will either be provided with a buddy note taker or a copy of class notes prior to the lesson.

A student who is an ELL will be given a list of important vocabulary words at the start of the lesson and be assigned a buddy to help him translate or better understand other words throughout the lesson. A student with a hearing disability will be seated near the front of the room and the teacher will use an amplifier to project his voice better.

Differentiation of Instruction: For students who are auditory learners, they will learn information through the motivation video clip and the direct instruction For the students that enjoy different types of instruction, the videos, teacher directed learning, the class discussion, and the independent work they all will allow students to learn either on their own, through visual aid, direct instruction, or independent work. The student, that has difficulty speaking in large groups will be graded more heavily on the work and discussion held in the small group and independent work For the more visual learners visual aids and video clips on the events of 9/11 will allow them to see and grasp the information better. For the students that are more tactile learners the glogster and the interactive weebly will allow them a more hands on approach to their learning.

Developmental Procedures: Following the video clip students will be able to take a step into the peoples eyes and see how it affected all Americans even if they were not directly involved and write brief paragraph a reaction to how they would have felt being an American on that day and the days that followed. (How would you feel that day? How did other people not at an attack feel) The students will interact with a glogster that was created for the days following 9/11 and will work in small groups to create a glogster of their own based off their reactions of how the country responded to 9/11 and how that response still affects them in their everyday lives. (How did the country change after that day? What was the short term affect and what was the long term affect? How do these affects still affect us today?) Students will listen to oral accounts from people directly involved and write a journal entry in response to how they would feel if a family member was directly affected by the events of 9/11. (How would you feel if a family member was directly involved in that day?)

Assessment: Students will complete a crossword puzzle that would act as a review about the days following 9/11. It will be their exit ticket for the lesson. Independent Practice: Student will conduct an interview of a family member of how their reactions to the day, questions they will be required to ask but not be limited to are as follows: where were you when

you heard the news, what was your initial reaction, what are your feeling still today about that day? Students will write a reflective paragraph based off the work done in class as a group and information they learned in the class discussions about the days following 9/11. Follow up: Direct Teacher Intervention: The student with the direct aid of the teacher will create a slideshow or Prezi about the days following 9/11 so they can better understand peoples feelings and the effects of the day on themselves even today.

Academic Enrichment: The students will view headlines from the newspapers the day following 9/11 and react to how the newspapers covered the days following 9/11. They will decide if the newspaper influences peoples reactions following the day.

References Common core standards. (2012). Retrieved fromhttp://www.corestandards.org/search.wtc7.net/disinfo/alibis/bush.html Huffington Post.com, Inc (2011, September 9). 9/11: Newspaper front pages from the day after the attacks . Retrieved from 9/11: Newspaper Front Pages from the Day after the attacks (PHOTOS) Itse nets student standards 2007 . (2012). Retrieved from http://www.iste.org/standards/nets-forstudents/nets-student-standards-2007 New york state learning standards. (2013, January 30). Retrieved from: http://www.p12.nysed.gov/ciai/cores.html Pignataro, A. (2013, June 17). Glogster. Retrieved from http://andrewpignataro.edu.glogster.com/days-following-9-11/